The Counselor Cognitions Questionnaire: Development and Validation (original) (raw)

Counselor Cognitive Complexity Effects on Counselor-Client Interaction Patterns

Assuming that counseling is an Interlocking system of mutual influence and that the effect gilf various cnunselor/client responses on the behavior of he other is probabilistic, then it becoaes important to understand what categories of factors contribute to the probabilistic tendercies of counselor and client to respond ia different ways. One nategory of factors potentially affecting differential re5Iponse patterns, cognitive complexity, was investigated based on the assumption that If counselors and clients '

Changes in Counseling Skills and Cognitive Structures of Counselor Trainees

1994

While most counselor training programs highlight basic counseling skills, few programs address the development of counselors' conceptual abilities. This study explores the changes in conceptualizations of counseling and the corresponding changes in the counseling skills of prepracticum counseling trainees. Six graduate students in a counselor training program participated. Testers administered pretest and posttest assessments on the first and last classes. Researchers then obtained counselor conceptualizations via a cognitive mapping task--a two-step process in which probe questions generate concepts and then the latter are arranged into a pictorial map which illustrates how the concepts relate to the participant's thinking. The small sample size did not permit analysis of relationships between conceptual change and change in skill use, though several relevant observations were made. Primarily, this study provides support for a microcounseling approach to skill training; microcounseling enhanced counseling skill for this group. Changes in structuring skills showed that participants learned to structure their sessions to provide a meaningful context for promoting client insight which in turn facilitated client learning and change. Results suggest that counseling skills could be enhanced by concomitant training in the conceptualization of factors that affect client change. Participants' cognitive maps contained in an appendix. Contains 15 references. (RJM)

The Client Evaluation of Counseling Inventory: Initial validation of an instrument measuring counseling effectiveness

Training and Education in Professional Psychology, 2009

This study presents psychometric properties (i.e., factor structure, convergent and discriminant validity, reliabilities) of an outcome instrument, the Client Evaluation of Counseling Inventory (CEC; Pace, 1997). The CEC was specifically designed for use in a counseling training clinic, although its broader applicability is also emphasized. Challenges unique to measuring outcome in a training clinic are presented, and the usefulness of the CEC in addressing these challenges is discussed. Results indicated a 3-factor structure and provided support for the reliability and validity of the CEC with a sample of clients from the community who were receiving services at a university-operated counseling training clinic.

Predictors of client implementation of counselor recommendations: Match with problem, difficulty level, and building on client strengths

Journal of Counseling Psychology, 1994

Three variables were used to predict whether clients would implement a treatment recommendation suggested by their counselor. The 3 predictor variables were (a) the match between the problem and the recommendation, (b) the difficulty level of the recommendation, and (c) the degree to which the recommendation was built on the client's strengths. Implementation of the treatment recommendation was the criterion variable, which was operationalized as the end-of-session homework assignment given by the counselor. Thirty-seven archived videotaped counseling sessions were rated by 7 raters. Using multiple regression analysis, the strength, matching, and difficulty variables were found to predict recommendation implementation.

The cognitive mediational paradigm for research on counseling

Journal of Counseling Psychology, 1984

Arguments are presented for obtaining relatively direct data on counselor and client cognitive processes during counseling when conducting research on counseling outcomes. A theory of cognitive processing in counseling is presented, and a research paradigm is described that considers cognitive processes and attempts to link such processes to the interactive behaviors of counselors and clients and to client learning outcomes. Some of the methodological and conceptual issues related to the operationalization of this cognitive mediational paradigm are considered, and a few illustrative research programs are described. Possible implications for counseling theory and practice are explored briefly.

Perceived counselor characteristics, client expectations, and client satisfaction with counseling

Journal of Counseling Psychology, 1983

The interpersonal influence process within counseling was examined in this real-life applied study. The study examined (a) the relationship between perceived counselor expertness, attractiveness, and trustworthiness and client satisfaction; (b) the relationships between several specific client expectations on perceived counselor expertness, attractiveness, trustworthiness, and client satisfaction; and (c) the effects of actual counselor experience level on perceived counselor expertness, attractiveness, trustworthiness; and client satisfaction. Counselors who participated in the study were either beginning or advanced practicum students, doctoral-level interns, or PhD counselors' (N = 55); clients were students who sought counseling at a university counseling center (N = 72). Clients completed an Expectations About Counseling (E AC) questionnaire before entering counseling, as well as the Counseling Evaluation Inventory (CEI) and Counselor Rating Form (CRF) after several weeks of counseling. In general, results indicated (a) the CRF and CEI scores were correlated, (b) the EAC scores were not strongly related to the CEI or CRF scores, and (c) actual counselor experience level did not differentially affect CEI or CRF scores. Results are discussed in terms of several variables (e.g., legitimate power, source variables, and client satisfaction) that may differentially affect the influence process over time.

Development and validation of the Counseling Self-Estimate Inventory

Journal of Counseling Psychology, 1992

This article describes the development of the Counseling Self-Estimate Inventory through 5 studies. A factor analysis (N = 213) yielded 5 factors that reflect counselor trainees' confidences in using microskills, attending to process, dealing with difficult client behaviors, behaving in a culturally competent way, and being aware of one's values. Reliability estimates indicate that the items are internally consistent (a = .93) and stable over time. Initial validity estimates show that the instrument is (a) positively related to counselor performance, self-concept, problem-solving appraisal, performance expectations, and class satisfaction; (b) negatively related to state and trait anxiety; (c) minimally related to aptitude, achievement, personality type, and defensiveness; and (d) sensitive to change over the course of master's practicum and across different levels of counselors. Also, trait anxiety and counseling self-efficacy were significant predictors of counselor trainee performance. The development of a reliable and valid counseling self-efficacy instrument has training and research implications.

Assessing The Psychometric Properties Of The Counseling Competencies Scale A Measure Of Counseling Skills, Dispositions, And Behaviors

2010

Ethical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills. However, a paucity of research exists that examines counseling competencies in a comprehensive manner using a psychometrically sound approach. Therefore, a need exists for a psychometrically sound assessment instrument that measures the construct of counseling competencies in a holistic manner. Thus, the purpose of this study was to assess the psychometric properties of the Counseling Competencies ScaleĀ© (CCS; UCF Counselor Education Faculty, 2009), an instrument designed to measure counseling competencies, within the areas of counseling skills, professional dispositions, and professional behaviors. The sample included 81 counseling practicum students and 21 counseling practicum supervisors from two graduate counselor education programs at public institutions accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) within the United States (one program in the southeast and another in the northwest). The practicum supervisors evaluated the counseling competencies of the counseling practicum students per the CCS at the semester midpoint and conclusion. Additionally, the counseling practicum students evaluated their own counseling competencies per the CCS at the semester midpoint and conclusion. Furthermore, the counseling practicum students and supervisors both iv completed a demographic questionnaire developed by the researcher. The data analysis procedures employed to test the research hypotheses were: (a) factor analysis, (b) Pearson product-moment correlation (two-tailed), and (c) Cronbach"s alpha.

Towards the Development of a Counseling Effectiveness Scale

2014

This is an attempt to develop an instrument that measures counseling effectiveness by students in a school setting in as much as the practice of counseling in the Philippines is mostly done in the school setting rather than in the community or clinical settings. Howard's Three Phase Model of Change and other salient factors, namely: counselor qualities and abilities, and process elements guided item development resulting in an initial 50 item scale. Items underwent expert review before the instrument was fielded. Fortyseven guidance counselors agreed to participate in the study enrolling a total of 272 client respondents who used the proposed scale to evaluate the counselor after the counseling session. Results yielded a three factor model with 4 subscales for factor 1 resulting in a 43-item scale which may be divided into two parts. The instrument shows adequate reliability as a whole (alpha = .95) and among its scales ranging from .75-.96. Factor I subscales range from .81-.91. The scales comprising the instrument also demonstrate convergent validity as indicated by significant low correlations among the factors.